Impact of multiple representations-based instruction on basic six pupils’ performance in solving problems on common fractions

The study sought to investigate the impacts of multiple representations-based instructions (MRBI) on basic six pupils’ performance in solving problems common fractions Sagnarigu Municipality Ghana. employed non-equivalent control group design which 96 pupils one primary school were purposively sampled and assigned experimental (n=46) (n=50). Data gathered using tests (pre- post-test) analyzed descriptive inferential statistics (independent samples t<i>-</i>test). Also, exposed performed better post-test than conventional group. This suggests that MRBI positively impacted fractions. We conclude is an effective approach, mathematics teachers need incorporate their teaching Therefore, we recommend approach for enhance understanding concepts, especially at education’s foundation (basic level).